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BA English

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

BA English

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Arts

Programme Code

ENG-BA-S

UCAS Code

Q300

JACS Code

Q300 (DESCR) 100

Criteria for Admissions

The programme entry requirement is ABB at ‘A’ Level or equivalent. The subject specific requirement is grade A in English Literature and/or English Language at ‘A’ Level or equivalent or grade A at ‘AS’ Level or equivalent. International candidates require at least a British Council IELTS qualification of 6.5 overall with a minimum of 5.5 in each component.

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Single Honours

Length of Programme

3 Academic Year(s)

Total Credits for Programme

360

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Arts, English and Languages

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 6

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

English (2015)

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Prof Lynda Mugglestone

Pembroke College Oxford

Dr Karen Lury

University of Glasgow

Prof Kate Hodgkin

Bristol University

Dr Colin Graham

NUI Maynooth

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

Each level requires 120 CATS in English, though students have the option of taking 20 CATS in another subject in the Faculty at Stage 1 instead of ENG1090 Introduction to Creative Writing.
At Level 2 a student may substitute up to 20 CATS of optional modules with the equivalent number of CATS from a list of approved modules beyond those listed.
At Level 3 a student may substitute up to 20 CATS of optional modules with the equivalent number of CATS from a list of approved modules beyond those listed.
A student who has transferred into this Single Honours Programme having only completed 60 CATS at Level 1 in the Single Honours subject may at Level 2 or Level 3 substitute up to 20 CATS from a list of approved modules beyond those listed.
On completing Level 1 a Joint Honours student who has passed 60 CATS at Level 1 in English modules may be admitted to this Single Honours Programme having obtained the approval of the Adviser of Studies for the Programme.
A Joint Honours student wishing to be admitted to the Single Honours Programme must have passed the following modules: ENG1001 or ENG1002 (and ENL1001 if they wish to take Language or Linguistic modules).
The English subject entry requirement may be waived on a case-by-case basis in discussion with the English subject lead or Adviser of Studies.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

This BA degree, incorporating both English language and literature, is designed to provide students with:

• an intellectual training in the distinct yet complementary fields of English literary and linguistic study;

• the widest possible opportunity to pursue and extend their subject knowledge and understanding;

• a university curriculum, in accordance with the national English benchmarking statement, that reflects the chronological, cultural, and generic diversity of English literary and language studies, drawing, where applicable, on the unique character of Northern Ireland, and taking advantage of a variety of critical and pedagogical approaches;

• a flexible curriculum that develops new areas of teaching in response to advances in scholarship, interests and abilities of staff members, and student feedback;

• an atmosphere of intellectual inquiry, by offering modules which encourage a stimulating interchange of ideas;

• the necessary intellectual, practical, and key skills to enable students to develop as independent, reflective lifelong learners and able employees and entrepreneurs;

• a broad yet enriching context for future employment, in which graduates appreciate the continuing value of an education in this discipline.

More generally, the programme attracts students from local, national, and international contexts, through a variety of entry routes, and delivers the best possible learning and teaching experience, in an environment of equality, tolerance, and mutual respect.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

recognise and appreciate the varying effects of different literary and linguistic forms of expression;

respond to, and differentiate between, different ideological and theoretical positions;

analyse and interpret material from different geographical, cultural, and temporal contexts;

think independently, originally, and self-reflexively;

demonstrate a capacity for critical reflection and judgment in the light of evidence and argument;

discriminate between substantive and peripheral concerns in their understanding of literary and linguistic issues;

identify, collate and organise relevant data and information from a variety of primary and secondary sources in support of their argument;

understand complex tasks and an ability to present appropriate solutions in written form;

work autonomously, manifested in self-direction, objective-setting, prioritising and time-management;

reflect on their own learning, seeking and making use of constructive feedback;

produce intellectually coherent academic analysis within word limits and time deadlines;

apply requisite referencing and presentation formats in the production of written analyses.

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.

Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.

In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.

Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.

Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.

Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.

The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.

The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

read texts with a developed awareness and appreciation of their formal, structural and generic properties;

assess critical interpretations of the ways in which different cultural and historical contexts inform the reading and writing of texts;

analyse the forms, function, and development of language;

utilise a critical vocabulary and engage with different critical perspectives in the analysis of texts;

be aware of key debates concerning the development of the discipline of literary criticism;

write coherent, structured and relevant essays in answer to specific questions on literature and language;

select and utilise primary quotation and secondary critical material in the formulation of an argument;

display familiarity with bibliographic convention and should be able to research, reference and present written work according to the requirements of the subject area.

Teaching/Learning Methods and Strategies

Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Tutorials and seminars allow for close reading of texts in a group situation, while developing students’ ability to formulate their own arguments and responses.

Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments.

Module and programme information and style sheets guide students in their choice of, access to, and citation of relevant secondary materials.

Methods of Assessment

Assessment methods vary in accordance with the specific learning outcomes of particular modules as detailed below or in the English Handbook.

All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the English Handbook (see Marking Criteria and the English Assessment and Feedback Policy).

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

display a broad knowledge of a range of periods in literary history, including literature before 1660, and an understanding of the social and political contexts in which texts are both written and read;

have an in-depth knowledge and understanding of particular periods, movements and authors according to individual progression through the degree;

demonstrate knowledge of English, American, Irish and postcolonial writing, and familiarity with debates surrounding the shaping of individual and cultural identity;

understand the rhetorical, stylistic and aesthetic strategies of the different genres of prose fiction, drama and poetry;

display familiarity with a range of theoretical approaches to literature and language, and with the key critical debates that form and inform the disciplines themselves;

exhibit an awareness of major structural levels of linguistic organisation in speech and writing;

demonstrate familiarity with major periods in the development of the English language and of contexts of language production and variation.

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process.

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.

Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of literature in addition to a broad base of knowledge about literary history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.

Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.

The dissertation, examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

manage time efficiently and effectively;

demonstrate basic word-processing and IT skills;

collate and process information from a variety of sources;

use libraries and online resources;

respond positively and productively to feedback on work;

think both creatively and maturely in diverse intellectual situations.

Teaching/Learning Methods and Strategies

Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials.

In some language modules, students undertake directed lab work in addition to lectures and tutorials, acquiring skills in analysis and in the manipulation of speech and language data.

Methods of Assessment

Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills.

In keeping with the Education Strategy’s focus on ‘digital literacies’ module convenors have been asked to factor the acquisition and development of digital literacies in their modules.

display interpersonal skills and the ability to work productively in a group context;

demonstrate effective oral and written communication skills.

Teaching/Learning Methods and Strategies

Individual and group presentations; developing skills at stage 1 through a dedicated skills module.

Erasmus programme and Exchange programmes with international universities.

Methods of Assessment

Individual and group presentations; learning portfolios and coursework projects are embedded in modules across the programme.

For most international exchanges, students enrol on the host institution’s undergraduate programme.

understand the role and use of feedback in assessing and improving performance;

respond constructively to criticism.

Teaching/Learning Methods and Strategies

Students receive online feedback on their uploaded assignments and may seek further feedback in one-to-one meetings with tutors.

Engagement with Personal Tutors promotes student reflection upon academic performance. Personal Tutors also discuss career options with students; and the Schools work closely with the Careers Liaison Officer to present students with information on possible careers.

Methods of Assessment

Feedback (on Queen’s Online, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree.

Each student is allocated a Personal Tutor in stage 1 and meets with him/her throughout the duration of the degree programme.

The stage 3 dissertation is the final result of a year-long drafting process in consultation with an individual supervisor.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

English in Transition

ENG1001

1

20

YES

12 weeks

N

YES

100%

0%

0%

Mapping the Anglo-Saxon World

ENG2003

2

20

YES

12 weeks

N

YES

100%

0%

0%

English in Context

ENG1002

1

20

YES

12 weeks

N

YES

100%

0%

0%

Shakespeare on Screen

ENG3087

3

20

YES

12 weeks

N

YES

100%

0%

0%

Foundations for Speech Analysis: The Phonetics of English

ENL2001

2

20

YES

12 weeks

N

YES

50%

30%

20%

Speech Worlds: Phonology in Acquisition and Disorder

ENL3003

3

20

YES

12 weeks

N

YES

100%

0%

0%

Introduction to American Writing

ENG2072

2

20

YES

12 weeks

N

YES

100%

0%

0%

Language and Power

ENL2002

2

20

YES

12 weeks

N

YES

80%

0%

20%

History of English: Studying Language Change

ENL2004

2

20

YES

12 weeks

N

YES

100%

0%

0%

Late Medieval Literature

ENG2040

2

20

YES

12 weeks

N

YES

100%

0%

0%

Eighteenth-Century and Romantic Literature

ENG2062

2

20

YES

12 weeks

N

YES

100%

0%

0%

Introduction to Shakespeare and Renaissance Drama

ENG2050

2

20

YES

12 weeks

N

YES

100%

0%

0%

Literature and Society, 1850-1930

ENG2070

2

20

YES

12 weeks

N

YES

100%

0%

0%

Irish Literature

ENG2081

2

20

YES

12 weeks

N

YES

100%

0%

0%

Televising the Victorians

ENG3069

3

20

YES

12 weeks

N

YES

100%

0%

0%

Literature and Science in the Nineteenth Century: Evolution, Degeneration, and the Mind

ENG3097

3

20

YES

12 weeks

N

YES

100%

0%

0%

Double Dissertation English Literature

ENG3000

3

40

24 weeks

N

YES

100%

0%

0%

Sounds of the City: Belfast and Beyond

ENG1006

1

20

YES

12 weeks

N

YES

100%

0%

0%

Introduction to English Language

ENL1001

1

20

YES

12 weeks

N

YES

100%

0%

0%

Contemporary US Crime Fiction: the Police, the State, the Globe

ENH3008

3

20

YES

12 weeks

N

YES

100%

0%

0%

Comic Fiction, Fielding to Austen (1740-1820)

ENH3013

3

20

YES

12 weeks

N

YES

100%

0%

0%

Marvels, Monsters and Miracles in Anglo-Saxon England

ENG3011

3

20

YES

12 weeks

N

YES

100%

0%

0%

Introduction to Creative Writing

ENG1090

1

20

YES

12 weeks

N

YES

100%

0%

0%

Renaissance Performance, Gender, Space

ENG3181

3

20

YES

12 weeks

N

YES

100%

0%

0%

Contemporary Irish and Scottish Fiction Devolutionary Identities

ENG3060

3

20

YES

12 weeks

N

YES

100%

0%

0%

Broadcasting and Identity

ENL3002

3

20

YES

12 weeks

N

YES

100%

0%

0%

Picturing America: Shaping the States in Word and Image

ENG3061

3

20

YES

12 weeks

N

YES

100%

0%

0%

The Structure of English

ENL3110

3

20

YES

12 weeks

N

YES

100%

0%

0%

Digital textualities and the History of the Book

ENG3178

3

20

YES

12 weeks

N

YES

100%

0%

0%

Representing the Working Class

ENG3064

3

20

YES

12 weeks

N

YES

100%

0%

0%

Broadcasting in a post-conflict society

ENL3010

3

20

YES

12 weeks

N

YES

100%

0%

0%

Writing New York, 1880-1940

ENG3183

3

20

YES

12 weeks

N

YES

100%

0%

0%

Contemporary Literature: Poetry and Precariousness in the Twenty-First Century

ENG3184

3

20

YES

12 weeks

N

YES

100%

0%

0%

Irish Gothic

ENG3330

3

20

YES

12 weeks

N

YES

100%

0%

0%

Stevens & Bishop

ENG3333

3

20

YES

12 weeks

N

YES

100%

0%

0%

Writing Africa: The Colonial Past to Colonial Present

ENG3185

3

20

YES

12 weeks

N

YES

100%

0%

0%

Knowledge, Power and Imagination: Writing the East, 1662-1835

ENG3186

3

20

YES

12 weeks

N

YES

100%

0%

0%

Stylistics: Analysing Style in Language

ENL3011

3

20

YES

12 weeks

N

YES

100%

0%

0%

Adventures in the History of Ideas

ENG1008

1

20

YES

12 weeks

N

YES

100%

0%

0%

An Introduction to Critical and Cultural Theory

ENG2000

2

20

YES

12 weeks

N

YES

100%

0%

0%

3

20

YES

12 weeks

N

YES

100%

0%

0%

Notes